Purpose – The purpose of this study is to examine the poverty rate of Indonesia, Malaysia and Pakistan representing majority Muslim populations and that of India as a minority Muslim population according to Ibn Khaldun's dynamic model on poverty. Design/methodology/approach – According to Ibn Khaldun, poverty is not merely influenced by economic dimensions. He initiated fundamental factors, as mentioned in his formula, which are the functions of Wealth of the Nation, Government, Human Resource, Shariah, Growth and Justice. This study generates secondary data covering the period from 2000 to 2010 or after the financial crisis of 1997. These data were generated using the Panel method. Findings – The findings of this study reveal that the dynamic model of Ibn Khaldun significantly influenced the level of poverty in Indonesia as a Muslim-majority population, whereas in Pakistan, only the human development index variable has a significant influence. Meanwhile, like Malaysia, in India, the dynamic model of Ibn Khaldun did not have significant influence. Research limitations/implications – Each country has certain characteristics and background with respect to economic growth, government policy and population that might influence poverty. As a result, the application of Ibn Khaldun's model varies accordingly. Practical implications – The findings reveal that quite a few challenges lie ahead in applying Ibn Khaldun's model in these countries. This needs to be taken on promptly by each country, especially Muslim countries. Originality/Value – This paper is one of the few studies which use Ibn Khaldun' theory on poverty using panel data to investigate the appropriateness of the model.
Indonesia membuat seluruh lapisan masyarakat harus beradaptasi dengan kebiasaaan baru. Salah satu kebiasaan baru yang harus dilakukan adalah pembelajaran secara daring. Hal ini dilakukan atas peraturan Kementerian Pendidikan, Kebudayaan, Riset dan Teknologi (Kemendikbudristek) No.1 Tahun 2020 tentang pencegahan penyebaran COVID-19 di perguruan tinggi. Dengan diberlakukannya pembelajaran daring ini muncul enigma dan ketidakyakinan atas hasil asesmen yang telah dikerjakan mahasiswa (White, 2021). Fenomena kecurangan akademik masih menjadi peristiwa sosial yang menarik untuk diteliti terutama karena meningkatnya praktik ini selama pembelajaran daring yang diakibatkan pandemi COVID-19. Duarte (2008) menyatakan bahwa perilaku individu di masa mendatang ditentukan oleh pendidikan yang didapatkan dan melalui pendidikan mahasiswa memaknai makna integritas. Integritas sangatlah penting bagi mahasiswa khususnya mahasiswa jurusan akuntansi karena menururt Nahar (2018) jika melihat skandal akuntansi di masa lalu terbukti bahwa akuntan dan auditor cenderung toleran terhadap aktivitas-aktivitas yang dapat merusak integritas.Penelitian ini sangat penting untuk dilakukan guna mengetahui faktor-faktor apa saja yang mendorong mahasiswa untuk melakukan kecurangan akademik sehingga tindakan tidak etis ini dapat dicegah atau setidaknya dimitigasi. Menurut Lanier ( 2006) sikap integritas mahasiswa mulai menurun sehingga dalam pembelajaran daring semakin banyak mahasiswa melakukan kecurangan akademik. Pernyataan tersebut juga didukung oleh pendapat Kennedy et al. (2000) yang memaparkan bahwa dalam pembelajaran daring mahasiswa memiliki kesempatan yang lebih besar untuk melakukan kecurangan akademik. Survei yang dilakukan Christiana et al. (2021) memberikan hasil sebanyak 64% dari 69 fakultas perguruan tinggi dan 57% dari 172 mahasiswa merasa bahwa tindakan mencontek lebih mudah dilakukan saat ujian dilakukan secara daring. Terdapat kasus di Inha University Korea Selatan, sebanyak 90 mahasiswa terbukti mencontek saat ujian dilakukan secara daring (Abcnews, 2020).Kecurangan akademik selama pembelajaran daring tidak hanya terjadi di perguruan tinggi internasional saja. Peneliti menemukan fenomena terkait kecurangan akademik saat pembelajaran daring di perguruan tinggi nasional. Fenomena tersebut diketahui melalui website lembaga pers mahasiswa Universitas Trunojoyo Madura (UTM). Dilansir melalui Spiritmahasiswa (2021) jumlah mahasiswa baru yang mengikuti kegiatan Pengenalan Kehidupan Kampus Mahasiswa Baru (PKKMB) sangat minim. Hal tersebut diduga bahwa mahasiswa baru melakukan kecurangan akademik dengan cara hanya melakukan presensi tanpa mengikuti serangkaian kegiatan yang berlangsung. Peneliti lebih banyak lagi menemukan jenis kecurangan akademik yang dilakukan oleh mahasiswa UTM namun tidak terekspos oleh media karena sifatnya yang tertutup. Penelitian ini bertujuan untuk meneliti pengaruh faktor fraud hexagon yaitu tekanan, kemampuan, kolusi, kesempatan, rasionalisasi dan ego (Vousinas, 2019) terhadap kecurangan akademik saat pembel...
PurposeThe purpose of this paper is to examine the poverty rates of Indonesia, Malaysia and Pakistan, representing majority Muslim populations, and of India as a minority Muslim population, according to Ibn Khaldun's dynamic model on poverty.Design/methodology/approachAccording to Ibn Khaldun, poverty is not merely influenced by economic dimension. He initiated fundamental factors as mentioned in his formula P=f(W,G,N,S,g,J ) where P is a function of Wealth of the Nation (W ), Government (G ), Human Resource (N ), Sharia (S ), Growth ( g) and Justice ( J ). This study generates secondary data covering from 2000‐2010 or after financial crisis of 1997. These data employed using Panel method.FindingsThe study's findings reveal that the variable of Dynamic model of Ibn Khaldun influenced significantly the level of poverty in Indonesia as a Muslim majority population, whereas in Pakistan only the HDI variable has significant influence. Meanwhile (like Malaysia) in India, the variable of Dynamic model of Ibn Khaldun does not influence significantly.Research limitations/implicationsEach country has certain characteristics and background with respect to economic growth, government policy and population that might influence poverty. As a result, the application of Ibn Khaldun model varies accordingly.Practical implicationsThe findings reveal that quite a few challenges lie ahead in applying Ibn Khaldun model in these countries. This needs to be taken on promptly by each country, especially Muslim countries.Originality/valueThis paper is one of few studies which employ Ibn Khaldun theory on poverty, using panel data to investigate the appropriateness of the model.
Kompetensi pedagogik adalah kemampuan seorang guru dalam melaksanakan kewajiban-kewajibanya secara bertanggung jawab dan layak. Semakin baik kompetensi pedagogik guru maka semakin baik pula kemampuan yang akan dimilikinya. Motivasi belajar merupakan daya penggerak yang menimbulkan kegiatan belajar. Tujuan penelitian ini adalah untuk mengetahui pengaruh kompetensi pedagogik guru Pendidikan Agama Islam (PAI) terhadap motivasi belajar siswa di SMP Negeri 11 Kota Cirebon. Teknik pengumpulan data yang dilakukan dalam penelitian ini, yaitu: Observasi, Wawancara, Angket dan Dokumentasi. Sedangkan teknik analisis data yang digunakan yaitu uji validitas, reliabilitas, prosentase dan korelasi product moment. Pengaruh kompetensi pedagogik guru Pendidikan Agama Islam (PAI) terhadap motivasi belajar siswa dikategorikan sedang, hal ini dapat dilihat dari hasil perhitungan keofisien korelasi dengan nilai 0.508 yang berada pada rentang 0.40 – 0.599 dan koefisien determinasi yaitu dengan nilai prosentase sebesar 25.8% dan sisanya 74.2%.
The use of learning media must continue as a consequence of the distance between educators and students. This is done to establish a distance learning network in future pandemic Covid-19. This study aims to determine how the use of WhatsApp Group, student learning interest using WhatsApp Group, and supporting and inhibiting factors in increasing student learning interest using WhatsApp Group, especially in PAI subjects at SMKN 2 Cirebon City. To get the data, researchers used qualitative research methods. The informant is obtained from subjects who are determined using purposive and snowballing. The technique of collecting data through observation, interviews, and documentation. The process of data analysis including data collection, data reduction, data presentation, and verification or conclusion. The results show that WhatsApp Group media can assist educators in carrying out their duties, help overcome students' passive attitudes, and help present information and instructions. Students interested in learning can be seen from the interest, involvement, sense of excitement, and attention during the lesson. Supporting factors include the enthusiasm and consistency of educators, facilities, and encouragement for interaction, the ability to use media, and communication problems that can be resolved on the spot. The obstacles include inadequate infrastructure, requiring students to study independently, no face-to-face activities, and difficulties in evaluation.
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